Section A 2d—3c教案2

Unit 5 Do you want to watch a game show.第一课时教学设计

Section A 1a-2d Teaching and learning goals: 一．功能:使学生观看不同类型的电视节目，掌握谈论喜好的动词及动词短语，并在对话中正确使用不定式做宾语。

二．词汇和常用表达: 能正确使用下列词汇：

sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能正确使用下列常用表达：

① What do you want to watch? ② What do you think of talk shows? ③

I can’t stand them.

④

I don’t mind them.

⑤

I like/love them. / I don’t like them.

三．学习策略：通过和学生谈论自己喜爱的电视节目，引导学生在真实的语境中积极参与学习活动。

四. 文化知识:通过谈论流行文化，了解各类电视和电视节目的名称和自己的喜好。引导学生们形成正确的文化观念，培养学生们的跨文化意义，形成自己独立的个性。

Step1. Preview: I.Do you know what kind of TV shows they are? Please write their names down.

1______________________ 2._______________________ 3.________________________

4.____________________ 5.________________________ 6._______________________

7._____________________ 8._______________________ 9_______________________

II.Can you translate these sentences? 1.

你认为谈话节目如何? ________________________. 2.

我不介意他们. ___________________________. 3.

他不能忍受肥皂剧. ______________________. 4.

我最喜欢的节目是新闻和脱口秀. _______________________. 5.

林会认为他能从情景剧中学到东西. ______________________ （设计意图：设计这几个预习题，目的是通过学生预习熟悉的电视节目名称，进一步激活新知识，同时激励学生记住单词和短语和句型。） Teaching and learning steps : Step2 .Warming up and leading in:

T: Hello, boys and girls! What did you do last weekend? S1:I watched TV. T: What kind of TV show did you watch? S2:I watched Home with Kids

T: We can call it comedy. Present other TV shows the same way. Such as: talk show, soap opera, sports show, game show, talent show, news... T:Great! There are so many TV shows. Please look at the pictures in 1a.Let’s come

to 1a. （设计意图：通过师生谈论熟悉的电视节目名称，自然引出本节课的目标语言，利用导入环节自然呈现各种电视节目。）

Step3 Pre-listening activities: 1.T: Just now,we talked about different kinds of TV shows. Can you match them with the pictures in 1a? Ss:Yes! Check the answers.

2.Play a game.Find the home. T:I have some pictures about TV shows,can you help them find their homes?

talent show

game show

news

talk show

cartoon

comedy

sports show

soap opera

（设计意图：该项活动旨在让学生将具体的节目和种类准确分类，把全班分成若干小组，学生将事先准备有关各种电视节目的小图片，并在右上角标清组别。教师说开始后，学生将图片贴在相应节目类型下的小房子里。教师和全班同学共同清点各组图片数，帖对一个积一分，

贴错一个扣一分，积分最多的小组获胜。此活动大大调动了学生学习的积极性，为下一步听力活动做好知识储备。）

Step4 While-listening activities: Task1. Listen for the general idea of 1b(听取大意) T: Now let's work on 1b.Next you will hear a short conversation. What are they talking about? When I play the recording for the first time, you just listen carefully and give me the answer. The general idea of the conversation is about ( ) . A.they like the TV shows B. they don’t like the TV shows

C. their attitude to the TV shows (Students listen and give their answers.) Task2.Listen for the specific ideas of 1b(听取细节) 1.T: Mark and Jack are talking about the TV shows Now listen carefully again and number the shows (1-4)in the order you hear them.

_______talent show

___________talk show____________soccer game

____________news

Ss listen carefully,then check the answers. 2..Listen and fill in the blanks.

Mark: Hey, Jack, I ______ to watch TV tonight. Do you want to join

me?

Jack: Sure. What do you want to watch?

Mark: Well, what do you _______

______ talk shows?

Jack: I don’t _______ them, but sometimes they can be a bit_____.

Mark: That’s true. Do you want to just watch the __________?

Jack: I guess so. Maybe we can watch that new ____ _____ after the

news. I usually can’t stand talent shows, but that one is quite ______.

Mark: OK, sure, but the_______ ________ starts at 5:00 p.m.

Jack: Oh, yeah, I want to watch that game,too.

3. Listen and repeat. T: I’ll play the recording again and repeat after it to get your pronunciation right. (设计意图：通过层层递进的听力任务设计，尽量给学生以足够的听的机会。听力活动先让学生听大意，然后再听细节，能逐步培养学生用听的技能获取、处理和传递所需信息的能力。理解文段后，进行听力模仿，感知英语发音特点，从而能很好地提高学生口语表达的水平。) Step5 .Post-listening Activities:. Pair work. T: Hello,Wang Ning, what do you think of games shows? Wang Ning: I like them very much. T:How do you like talent shows? Wang Ning: I don’t mind them.

Can you make the similar conversation with your partner.?

Make a conversation using information in the chart of 1c.Ask several pairs to act their conversations out.

Step6 While-listening activities: Listening Practice 2a&2b T：We know that everyone has his or her favorite shows. Please look at the picture,they are Lin Hui and Sally.Do you know what they are talking about? Now, let’s come to2a.

Task 1 . Listen for the main idea

The general idea of the conversation is “ ”.

A. their likes about TV shows

B. Their dislikes about TV shows C. their likes and dislikes about TV shows and the reasons

Task 2 . Listen for the specific ideas of 2a(听取细节) T: You did a good job. Listen to Lin Hui and Sally’s conversation. Number the TV shows [1-5] in the order you hear them.

________ sitcoms ______ news

________ game shows ____ talk shows

_______ soap operas

Task 3 Listen again. Complete the sentences.2b T:Read the sentences in 2bfirst,then listen carefully.

1. Sally likes to watch ________________.

2. Lin Hui thinks she can learn ______ ___________ from sitcoms.

3. Sally thinks ___________ are more educational than sitcoms.

4. Sally loves __________. She plans to watch Days of Our Past _______.

Make the students check the answers. Task 4 Listen again. Fill in the blanks.

Sally: Hi,Lin Hui. What are you watching?

Lin Hui:Hey,Sally.I’m watching a really funny _________ .

Sally:I don’t like sitcoms.What can you _________

to learn

from them?I like to watch the news or _________ _______ .

Lin Hui:Watching sitcoms is a great way to _________ !You

can learn some great __________,too.

Sally: Well,I like shows that are more _________ . I think

even game shows are ________ than sitcoms. You can try to guess

the answers to the questions.

(【设计意图】:让学生先听大意，然后再听细节，能有效培养学生通过听获取、处理和传递所需信息的能力。理解文段后，进行听力填空，这样安排既能检测学生的听写能力，又能训练学生口语表达和归纳概括的综合表达能力。) Task 5 Listen and repeat. （【设计意图】: 让学生听并跟读，学生能够模仿正确的语音语调，并纠正自己的发音错误，培养学生的模仿能力和英语语感。）

Step7 Post-listening activities听后活动

Task1. 2c Pair work T:You have known what Lin Hui and Sally think of TV shows.Please ask and answer questions about the TV shows in 2a. You can do like this:

I

If you have trouble making the conversations, this chart may help you.

Task3.Play a reading game. Ask some pairs to read the conversation The best performers should have the best pronunciation. Task 4 An interview The reporter from Tengnan Middle School Station is asking the students about their favorite TV shows.Please work in groups.You can ask and answer like this:

A:I’m from Tengnan Middle School Station .Can I ask you some questions?

B:Sure!

A:What’s your favorite TV shows?

B: I like...best.

A:Why?

B:Because...

A:Hi,C!What do you think of ...?

C:...

A:Why?

C:...

When they ask and answer,they should complete the chart.

Names Favorite TV shows

Why

A

B

C

D

I. 翻译句子，每空一词。

1. 你想看新闻吗？

Do you want to ______ ___ _____? 2. 你觉得谈话节目怎么样？

What do you ______ ___ __________? 3. 我不介意看。/我不能忍受。/ 我喜欢看。

I don’t ______ them. I _____ ______ them. I ____ ________ them. 4. 你计划今晚上看什么节目？

_____ do you _____ ___ watch tonight? 5. 我计划看《我们过去的时代》。 I ______ ____ watch Days of Our Past. 6. 你期望从情景喜剧中学到什么？

What can you ______ __ ______ from sitcoms? 7. 你能学到一些很好的笑话。 You can ______ some great _____. 8. 你为什么喜欢看新闻呢？

Why do you like _________ ___ ______? 9. 因为我希望了解在世界各地发生了什么事情。

Because I _____ ___ _____ ____ what’s going on around the world. 10.你们今天班上做什么了,萨利？

我们进行了一次有关电视剧的讨论。

---What ____ you ______ in class today, Sarah? ----We _____ ______ _____ ______TV shows. (设计意图：当堂检测紧扣本节课重难点，目的是以学评教、强化落实,对知识的掌握达到当堂达标。) Step10. Homework. 1.Read 1b/2a/2b/2d after the recording and recite them.(★) 2.Make a survey about your family’s favorite TV shows,then write a short passage. (★★)

(设计意图：作业分层布置，兼顾优良中差学生。对于听力原文，可让生课下反复听磁带，能英汉互译，进一步形成良好的英语语调和语感。对学有余力的同学，可进行综合写作技能的强化训练，并准备下节课课前汇报。) 教学反思： 在本节课导入环节中，我采用学生比较喜爱的《喜羊羊与灰太狼》和《憨豆先生》引出话题，自然引出本节课的目标语言，利用导入环节自然呈现各种电视节目。可引起学生们的浓厚兴趣，自然而然的导入新课。本节课2a课本听力设计写句子，学生感到较难，听前进行听力指导，学会抓听关键词，第一遍先写前两个字母，第二篇再补全；同时听力训练设计多样化，符合实际，易于操作，学生能根据教师提供的情景，在教师指导下，顺利完成听力任务，为下一步进行语言的输出，打下基础。

本课亮点：

1.本课的导入。利用学生喜闻乐见的电视节目引入话题，避免了枯燥乏味的说教，激发了学生的学习积极性，让学生在轻松好奇的氛围中自然引入本节课的目标语言。

2.听后活动的设计凸显层次性，特别是短文填空，既巩固了本课所学的目标语言，又开拓了学生的思维，使学生的思维跳出了课本。

3.图文并茂，从多个方面进行知识的输入，充分调动学生的多种器官，参与学习。

不足之处：

听后活动中“An interview”环节中

，由于学生程度参差不齐,有部分学生不会用语言进行表述。在今后的教学过程中要多关注后进生和中间生，提高他们学习英语的兴趣和学好英语的信心。

使用建议：

1、听力训练中的任务设计较为详细、全面，教师可根据实际合理选择地使用。

2、在翻译探究活动中要注意让学生观察句型结构，自己感知来尝试归纳语言的规律，不能让“合作探究”变成无效的活动。

参考答案：

Step2. Pre-listening activities. Preview I. 1.game show 2. talk show 3. news 4.soap opera 5.sitcom 6.sports show 7.cartoon 8.comedy 9.talent show II.

1.A:What do you think of talk shows? B:I love /like/don’t mind/don’t like/can’t stand them.

2. Because I hope to find out what’s going on around the world

3.I like to follow the story and see what happens next. 4.Sally thinks games shows are more educational than sitcoms. 5.My favorite TV shows are talent shows and cartoons.

Step4 While- listening Activities Task1.Listen for the general idea听取大意

C Task2.Listen for the specific ideas听取细节

1. 3 1 4 2 2.Listen and fill in the blanks.

plan,think of, mind,boring,news,talent show,funny,soccer game

Step6 Listening Practice 2a&2b Task 1 . Listen for the main idea C Task2.Listen for the specific ideas听取细节

Task 3 Listen again. Complete the sentences.2b

Task 4 Listen again. Fill in the blanks. Sitcom,expect,talk shows,relax,jokes,educational,better Step8. Inquiry into knowledge by translation.?(翻译探究）

1莎莉认为新闻比情景喜剧更具有教育意义。

教育的；有教育意义的;more，most, the most educational. 你计划今晚看新闻吗？

计划/打算做某事;plan to have 3.因为我希望发现世界上正在发生的事情。

希望做某事 (能实现的理想) hope to take the plane 查明; 弄清 (指通过调查、研究等方式查明事情的真相) find out where the old man lived 4 嗯，可能它们不那么让人兴奋，但是你可以从这些节目中学到很多。

期盼做某事;expects to visit his grandparents Step10.The end-of- class test当堂检测

I.1watch the news 2.think of talk shows 3. mind，can’t stand, love watching 4.What, plan to 5.plan to 6.expect to learn 7.learn jokes 8.watching the news 9.hope to find out 10 what do; had a discussion about